Alburgh with Denton Primary School Curriculum Map: 2005: YEAR 1
ART & DESIGN PHYSICAL EDUCATION GYMNASTICS:
Unit D Bouncing, Jumping, Landing
Explore line, pattern and texture DANCE:
Bounce, hop, spring and jump using a
Develop observational skills by exploring the Unit 1
variety of take offs and landings.
tactile qualities of objects Respond to a range of stimuli.
Observe, recognise and copy different
Compare and contrast light and dark marks Make rounded and spiky shapes with
(tone) their bodies and create different
Link together two or more actions with
Use drawing for recording, illustrating stories patterns in the air or on the floor.
control and be able to repeat them.
investigating, developing ideas and expressing Choose appropriate movements to
Describe what they see using
feelings express the dance idea
Explore line through a ‘draw’ programme Unit 2
Unit E Points & Patches
Mix primary and secondary colours and match Perform simple rhythmic patterns
Travel confidently and competently on
to objects and repeat them in different
different parts of the body including
Control paint and water, mix paint to the formations.
appropriate consistency Work alone, with guidance from the
Hold still balances positions on large and
Lighten (shade) and (darken) tint teacher, to create movement ideas in
small body parts.
primary/secondary colours response to a story or repeated
Link two balances together.
Develop an awareness of composition rhythm.
Adapt floor work safely onto apparatus.
Work from direct experience to explore Select movements from those they
Unit F Rocking & Rolling
colour, shape, pattern and texture practise to create a dance.
Spin, rock, turn and roll with control
Use colour to express mood and feelings Observe each other and themselves.
using various body parts .
Explore colour using IT paint programme Unit3
Plan and link a series of movements
Develop an awareness of pattern in the Explore actions in response to the
environment stimuli (natural elements and story).
Work safely with an awareness of
Make patterns of regular and irregular design Use a variety of basic actions to
Select and adapt everyday materials to print create a dance (turning, rolling,
Adapt floor work safely onto apparatus.
with jumping, and travelling in different
Unit G Wide, Narrow, Curled
Select colours and shapes to make patterns ways, shapes, stillness and gesture).
Travel, balance and jump confidently
Make successive prints in a straight line Communicate mood, feelings and ideas
showing a variety of body shapes.
ICT repeat tile patterns Tile It through dance.
Understand and demonstrate contrasts
Develop the concept of in/out/under/over Observe each other and talk about
in level and in shape.
Weave paper and strips of material their dances using appropriate
Observe copy and describe what others
Organise collected collage materials into a language.
structured environment Unit 4
Select and link together three
Use collage materials for picture making Perform the basic actions of
Match and sort fabrics and threads into colour travelling, jumping, turning, gesture
shades and shape.
Explore colour and shape by tearing, arranging Choose appropriate dance actions and
and adding paper phrases to convey the meaning of the
Colour textiles using dye and develop drawing, story.
painting and making out. Vary speeds, directions and pathways.
Explore the particular qualities of 3D materials Perform actions on different
using tools and hands pathways and in different formation
Experiment with ways of joining materials to GAMES:
make simple constructions Q.C.A. Unit 3: Games activities (1)
Form 3D shapes using the bulk of the material Be confident and safe in the spaces used to play games.
Use 3D materials to express imaginative ideas Explore and use skills, actions and ideas individually and in combination to suit the
Gather information game they are playing.
Choose and use skills effectively for particular games.
from a variety of
Continuing themes Know that being active is good for them and fun.
Use texts, Watch copy and describe what others are doing.
tables, images, Describe what they are doing.
PEOPLE, VIDEOS, T.V.,
and sound to
develop their Durham PE Scheme:
Enter and store
ideas. Throwing,catching, rolling, bowling, controlling and passing, skipping and striking
information in a variety
Select from and
add to Develop accuracy
information Use a range of speeds, heights and directions where appropriate
that has been stored.
CD-ROM, LOADING /
GEOGRAPHY Ask geographical questions. HISTORY Sequence events and objects to develop the understanding of
Observe and record, e.g. identify chronology.
Continuing Themes Continuing
buildings in the street and complete the Use common words and phrases related to the passing of
Express our own views about people,
Knowledge and Know about everyday life, leisure and work of people in the
places and environments, e.g. litter.
Communicate in different ways, e.g.
local people Recognise why events happened and what happened as a
I.C.T. speech, pictures, writing.
and personal result.
Use geographical vocabulary, e.g. hill,
history Know about changes in their own lives and those of their
Make maps and plans, e.g. a pictorial map
Ask and answer questions about the past.
of a place in a story.
People and Know about lives of significant men, women and children
Use globes and plans at a range of
Events drawn from the history of Britain and the wider world, e.g.
scales, e.g. following a route on a map.
artists, engineers, explorers, inventers, pioneers.
Make maps and plans of real and
Know about past events from the history of Britain and the
Skills imaginary places using pictures and
wider world, e.g. religious festivals, anniversaries,
Know about aspects of the past through stories and
Use fieldwork skills, e.g. recording
eyewitness accounts, from different periods and cultures of
information on a school plan.
Use secondary sources of information,
Identify ways in which the past is represented, e.g. pictures,
e.g. stories, information texts, videos,
television programmes, plays, songs, reproductions of objects,
artefacts CD-ROMs and photographs.
compact discs and the internet, museum displays.
Investigate physical and human
features of our surroundings.
THE LONG AND SHORT OF IT
Use fieldwork skills, e.g. recording
How to use their voices to make a variety of long and short sounds.
information on a plan of the school.
To respond to long and short sounds through movemen
Follow directions including up, down, on,
How to make sounds of different duration on un-tuned percussion instruments.
under, behind, and in front of, near, far.
That music is made up of long and short sounds.
STUDY UNIT Know about main physical and human
How to make sounds of different duration using voices and instruments
Our Locality features, e.g. rivers, hills, shops and
How to use instruments to make sequences of long and short sounds.
factories that give the locality its
That music is made up of long and short sounds
How land and buildings are used.
Make observations about where things
are located, e.g. yellow zigzag lines near
the school gate.
Become aware that the world extends
beyond our own locality both in and RAIN RAIN GO AWAY
outside the U.K. and that the place we How sounds can be used descriptively.
study exist with in a broader That music can describe an environment.
geographical context, e.g. within a town, How words can describe sounds.
a region, a country, a continent. About sounds made by different sound sources.
Know how localities may be similar and How sounds can be combined.
how they may differ, e.g. both areas How sounds can be organised within simple structures
may have farmland but in one area How to create a class composition combining layers of sound within simple
animals may be kept on this land where structures.
as in the second it is used to grow
Identify and describe what places are
like. and how they are linked to each
other in the world,
WHAT’S THE SCORE FEEL THE PULSE SOUNDS INTERESTING
About classroom instruments. What is meant by steady beat? Recognise different sound sources.
Identify different ways instruments make sounds. How to control a beat. Explore different sound sources.
Identify how symbols can represent sounds. What is meant by rhythm? Focus their listening
How symbols can be used to describe changing sounds. Combine beat and rhythm. Recognise different sound source
Listen carefully and respond to sounds using movement. Recall and copy rhythm pattern Focus their listening
Compose a class composition and contribute to the creation of a Create rhythm patterns based on Explore instruments.
class score. words and phrases. Control instruments.
Use beat and rhythm to create an Explore expressive use of sounds.
accompaniment for a song. Use sounds expressively to illustrate a
TAKING OFF Create rhythm patterns based on story.
What is meant by pitch? words and phrases.
Control the pitch of the voice.
Respond to changes in pitch.
Relate sounds to symbols.
That pitch can be used descriptively.
SC2 Life Processes SC2 Variation and Classification SC2 Green Plants .
The differences between things that are living Recognise similarities and Recognise that plants need light and
SC1 should be
and things that have never been alive. differences between themselves water to grow.
That animals, including humans move, feed, and others, and treat others with Recognise and name the leaf, flower,
grow, use their senses and reproduce. sensitivity. stem and root of flowering plants.
through the year.
To relate life processes to animals and plants Group living things according to That seeds grow into flowering
found in the local environment. observable similarities and plants.
SC3 Grouping Materials differences.
Use their senses to explore and recognise
similarities and differences between materials.
skills: SC4 Forces and Motion
Sort objects into groups on the basis of simple
Planning Find out about, and describe the movement of, familiar things.
Obtaining and That both pushes and pulls are examples of forces.
Recognise and name common types of material
presenting Recognise that when things speed up, slow down or change direction, there
and recognise some that are found naturally.
Find out about the uses of a variety of is a cause.
materials and how these are chosen for
specific uses on the basis of their simple
RELIGIOUS Continuing themes: knowledge, understanding, evaluation and spiritual development
Belonging Christmas Beliefs and Practices Easter Prayer
Understand Retell Christmas Know about beliefs and Lost and Found: Dogger Know that people pray and talk about how they
concept of story practices, artefacts and Deedees surprise pray.
belonging Describe own and a key religious (School based unit) Know how people pray in different religions and
Retell what experiences of giving leader and the events why they might pray.
happens in and receiving in his or her lifetime.
initiation service Know about Christian Link ideas with own
and know the view of gifts and experiences
symbolism involved giving
to their own
DESIGN DMA: DMA: DMA:
Designing and Making a bowl of Moving Picture Making a Calendar
TECHNOLOGY fruit salad (MECHANICAL CONTROL) (SOFTWARE)
Continuing .Focussed Practical Tasks: Focussed Practical Tasks: Focussed Practical Tasks:
themes; Introducing fruit Investigating pictures. Investigating Calendars.
designing Tasting and smelling fruit Making Pictures. Looking at Monsters.
decision Using Tools Making a lever mechanism. Experimenting with Software.
making Making fruit taste and look Making a wheel mechanism. Writing a Writing a Specification
focussed better specification. Skills:
practical Writing a specification Skills: Use treasury tags, masking tape and staplers to
tasks Skills: Drawing, cutting card, hole punching fix paper and card.
Making Spreading, cutting, flattening, card, gluing card, using paper Use and adapt a computer graphics package.
Evaluating mashing, holding steady. fasteners.
PHSE/ GLOBAL SRE
Categorise living and non living
Introduce the idea of male and female
Know about personal hygiene routines
Discuss and explore own feelings that contribute to their uniqueness
Explore fears and anxieties
Explore growth and change and begin to understand about life cycles
Know about how to keep safe
HOW DID I GET HERE?
Know about good and bad touches in different contexts
know that living things originate from other living things
Know how to make simple decisions and get help
Know that human beings enter the world as babies at a particular time and
Friendship and Family
that this event is known as birth.
Develop interpersonal skills such as caring, listening,
Introduce notion of babies coming from inside their mothers ‘tummy’, the
sharing, empathising,working together
Know about different family groupings in our own and other
Suggested Topics with Curriculum Foci For Year 1: Being Us (PHSE,SRE, Science), Gifts and Giving (RE,PHSE, English), Opposites (History,
Science, Geography) Tell Me a Story(DT, English, Maths.), In the Air , On the Ground, Under the Sea (Science, geography, history), Clothes and
Coverings (Science), Shompa and Me (Global Education)
MATHEMATICS ENGLISH ROLE PLAY
USE NNS and link where possible Use the NNS medium Term plans and link texts Role Play areas should be set up in negotiation
Teach non computational units as part of the to topics where appropriate with the children and where possible linked to
topic the Topic in all classrooms
MEASURES, SHAPE AND SPACE, DATA TEXTS ROLE PLAY AREA
AUTUMN AUTUMN AUTUMN
SPRING SPRING SPRING
SUMMER SUMMER SUMMER